APPENDIX A.

DIRECTIONS FOR PREPARING MANUSCRIPT.

1. Use only black ink, the blacker the better.

2. Write on one side of the sheet only.

3. Leave the margin blank for the teacher's corrections.

4. Write as legibly as you can, avoiding flourishes and curlicues. 5. Put the title on the first line, and to show what it is, underline it with three straight lines or one wavy line. Leave one blank line between the title and the body of the essay.

6. By taking pains as you write, avoid the necessity of erasures and interlineations. If corrections must be made, make them neatly. To strike out a word draw a horizontal line through it, but do not enclose it in parentheses. In making additions, use the caret.

7. Indent for a paragraph at least one inch. Beware of indenting where no paragraph is intended.

8. Except at the end of a paragraph, avoid a noticeable blank space at the end of a sentence. (See Fig. 2, page 341.)

9. Leave the sheets of your manuscript flat. Do not fold them; do not fasten them together, or turn down the corners; above all, do not roll them.

10. Write your name and the number of the page in the upper right-hand corner of each sheet.1

11. In making an outline, or skeleton, or analysis, follow the form of outline given on page 274 of this book. Do not disfigure the page by using "braces."

12. Locate your quotations by giving the author's name, the name of the book, the number of the volume, and the page.

1 For more detailed instructions, the teacher is referred to the Rhetoric Tablet, published by Ginn & Co., Boston.

Jesse Belle Hawks

Latin or German?

When a pupil begins

one or

pupil begins his course in ours

High School, he must choose either Latin or German as the language which he will study during the succeeding four years be most cases he chooses without much thought and without sucking advice bring led to Select a the other by a whim or personal krejudice or by a hasty opinion of some fellow pupil that one of there languages is more practical than the other. This was the consideration which, three years age, led the majority of my own class is make the selection they did, - a selection which some of them grow regret. Not one of them inquired. about the relative educational value of the two languages; all were caught by that. word practical"

to

If you had asked what was meant by practical' here, you would probably have been told "ability to speak the languages selected. But how many of our class, after three years of continuous study ablets

are

FIG. 1. A page of manuscript prepared in accordance with the instructions given

on the preceding page. For the meaning of the figures in the upper right-hand corner, see the Rhetoric Tablet.

A great

man, owing

to his wonderful powers

mind and heart, masters, to a certain extent, all

of

the knowledge

Uchatever is peculiar and striking is appropriated

by him

He is the embodiment of his age, the model, the

representative man.

And his deeds and words are so remarkable

and memorable, that they benefit of of all.

In this way.

time to come.

are recorded for the

when we master the lives of the

great men of a country.

ourselves of the excellence and wisdom of all the

men of that country.

They are the centres, the fore into which all the of the land is gathered.

virtue of

FIG. 2. This shows a common fault in pupils' manuscripts. Beginning each new sentence at the margin, the writer has left noticeable blank spaces at the right.

APPENDIX B.

MARKS USED IN CORRECTING.

a. IN THE MS.

The words, clauses, or sentences to which the marginal corrections refer, are indicated by crossing out, by underscoring, or by enclosing in brackets or circles. A caret shows the point at which something is to be supplied. An inverted caret marks the omission of the apostrophe or of quotation marks.

Amb.-Ambiguous.

b. IN THE MARGIN.

(1) Squinting construction.

When a phrase or clause is so placed that it may equally well be understood to refer to what precedes it and to what follows it, it is said to squint. See pp. 257, 258.

(2) Participle for clause.

Supplant a participle by a clause whenever more than one interpretation is possible. Example: "Situated only a few miles from St. Paul, Minneapolis has grown with marvellous rapidity." Write either "Because it is situated," or "Although it is situated," according to the meaning intended.

(3) Misrelated Participle.

The grammatical relation of the participle to the rest of the sentence should not be left in doubt. Examples: "Having dared to take up the cause of the abolitionists his friends would no longer consort openly with him."

Does "having dared" belong with "friends" or with "him"? "Looking across the bay a large ocean steamer was seen headed directly for the harbor." To what word does the participle "looking" belong?

Ant. - Antecedent needs Attention.

(1) Two or more possible antecedents.

Be sure that the antecedent to which a relative refers is clear and unmistakable. See pp. 327-329.

(2) No antecedent.

Guard against using a relative clause that has no antecedent.

(3) Relative and antecedent do not agree.

Singular antecedents require singular pronouns of reference; relative and antecedent suld agree in number. "He is one of those men who disapproves of every new idea,” should be “ He is one of those men who disapprove,” etc. "Everybody votes according to their own convictions," should be "Everybody votes according to his own convictions."

(4) Repeat the antecedent.

Repeat an idea when the relative alone is not sufficient for clearness. "His opponents were at this time involved in expensive litigation, which partly accounts for the feebleness of their opposition." The meaning probably is “a circumstance which partly accounts for," etc. See pp. 328, 329.

Cap. Capitalize.

See Appendix E.

Cl. Not Clear, Vague, Obscure, Indefinite.

(1) Omission of necessary word or words.

(2) Word or idea needs to be repeated.

Repeat a word when its omission would cause obscurity. See pp. 328, 329.

(3) Confusion of Ideas.